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游戏疗法对少数民族地区乡村小学生积极情绪的影响

The Effects of Play Therapy on Positive Emotions of Rural Primary School Students in Minority Areas

Psychology of China / 2022,4(8): 880-885 / 2022-08-18 590 571

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• Authors: 左果果¹ 雷于佳² 毛若² 翟瑞¹
• Information:

  1．西南科技大学法学院，绵阳；
  2．西南科技大学土木工程与建筑学院，绵阳

• Keywords:
  Play therapy; Rural primary school students; Minority areas; Positive emotions
  游戏疗法; 乡村小学生; 少数民族地区; 积极情绪
• Abstract: Objective: To investigate the effects of play therapy on positive emotions of rural primary school students in minority areas, and to provide a reference for whether play therapy can be promoted and used in the mental health curriculum of rural primary schools. Methods: The “experimental group-control group” pre-test and post-test experimental design was conducted in this study. A total of 200 students were selected from grade 4, grade 5, and grade 6 in a rural school in a Tibetan and Qiang Autonomous Prefecture in a certain province, and they were randomly assigned to the experimental group (n=100) and the control group (n=100). The play therapy was used for the experimental group while that was not used for the control group at the beginning and 5 weeks later, and the Positive Emotions and Negative Emotions Scale was used at the beginning and 5 weeks later, respectively. SPSS17.0 was used to analyze the results. Results: There were significant differences between the positive and negative emotions of the experimental group before and after participating in the activity (p<0.01); the difference between the positive and negative emotions of the control group was not significant (p>0.05). In the positive emotion of the pre-test, there was no significant difference between the experimental group and the control group (p>0.05); in the positive emotion of the post-test, the differences between the experimental group and the control group were significant (p<0.01). Conclusion: Play therapy has a significant positive effect on positive emotions of rural primary school students in minority areas. 目的：考察游戏疗法对少数民族地区乡村小学生积极情绪的作用，为游戏疗法是否可以在乡村小学校心理健康课程中推广使用提供参考。方法：本研究采取“实验组—控制组前测后测”实验设计，在某省某藏族羌族自治州乡村学校抽取小学四年级、五年级、六年级学生共200人为被试进行实验，其中100人为实验组，100人为控制组。在实施5周游戏疗法活动课程（实验组实施，控制组不实施）前后使用《积极情绪和消极情绪量表》对实验组和控制组进行测查。对前后测的测查结果采用SPSS 17.0进行处理分析。结果：实验组被试群体积极情绪和消极情绪在参加活动的前后测结果中存在显著差异（p <0.01）；控制组被试群体的积极情绪和消极情绪的前后测结果差异不显著（p >0.05）。在实验的积极情绪前测中，实验组被试群体和控制组被试群体差异不显著（p >0.05）；在实验的积极情绪后测中，实验组和控制组差异显著（p <0.01）。结论：游戏疗法对少数民族地区乡村小学生的积极情绪有显著的积极影响。
• DOI: https://doi.org/10.35534/pc.0408106
• Cite: 左果果，雷于佳，毛若，等．游戏疗法对少数民族地区乡村小学生积极情绪的影响［J］．中国心理学前沿，2022，4（8）：880-885．